Enhancing future K-8 teachers' computational thinking skills through modeling and simulations
Enhancing future K-8 teachers' computational thinking skills through modeling and simulations
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DOI：
10.1007/s10639-017-9675-1
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发表时间：
2018-07-01
影响因子：
5.5
通讯作者：
Kim, Hanna
中科院分区：
文献类型：
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作者：
Adler, Rachel F.;Kim, Hanna
现在要求教师将计算思维（CT）纳入他们的科学课。我们的研究修改了现有的结构的科学方法课程的副教师，包括CT通过建模和模拟。在第一项研究中，通过一小时的代码教程向业余教师介绍了编码的基础知识，然后进行了一次练习，他们使用Scratch编写了一个太阳系的动画模型。在第二项研究中，我们创建了一个基于网络的模拟，以动态图形功能可视化牛顿第二运动定律（F = ma）。模拟是两辆汽车之间的比赛，用户可以更改交互式设置，例如更改每辆汽车的质量和力。两项研究的结果表明，在完成练习后，副教授有效地学习了材料，认为CT练习将有利于K-8教育，并计划将CT纳入他们未来的课堂。
It is now required for teachers to incorporate computational thinking (CT) into their science classes. Our research modifies the existing structure of a science methods course for preservice teachers to include CT via modeling and simulations. In the first study, preservice teachers were introduced to the basics of coding through an Hour of Code tutorial, followed by an exercise where they programmed an animated model of the solar system using Scratch. In the second study, we created a web-based simulation to visualize Newton's second law of motion (F = ma) with a dynamic graph feature. The simulation is a race between two cars with interactive settings that the user can change, such as changing the mass and force of each car. Results from both studies reveal that after completing the exercises, preservice teachers learned the material effectively, felt that CT exercises would be beneficial in K-8 education, and plan to incorporate CT into their future classrooms.